898 research outputs found
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Serving More Than Meals: A Phenomenological Study of Elementary School Cafeteria Staff
No full textThis phenomenological study explored the lived experiences of cafeteria staff in the elementary school setting, using Heidegger’s concept of Dasein and the hermeneutic circle as the primary conceptual framework. This perspective emphasizes the interconnectedness of individuals within their environments and the interpretive process of understanding their roles and experiences. Bronfenbrenner’s social ecology model serves as a secondary framework, contextualizing cafeteria staff within the broader microsystems and mesosystems of the school community. The purpose of this research is to illuminate the critical yet often overlooked contributions of cafeteria staff in fostering positive school climates, supporting student development, and promoting equitable access to nutrition and care. Through semi-structured interviews, the research explored the day-to-day realities, challenges, and opportunities experienced by cafeteria staff, as well as their perceptions of their role in the elementary school environment. The findings of this study have the potential to influence educational leadership by advocating for the intentional inclusion of cafeteria staff in professional development, decision-making, and school culture initiatives. Recognizing the value of these roles can enhance collaboration vii within schools and contribute to a more holistic approach to student support. Ultimately, this research aims to elevate the discourse around the multifaceted contributions of cafeteria staff, fostering greater appreciation for their work and encouraging systemic changes that enhance equity, inclusion, and the well-being of all members of the school community
Missense Mutation of Msh6 Leucine 696 Has No Apparent Effect on the DNA Mismatch Repair Process
Full text linkLynch Syndrome and Constitutional Mismatch Repair Deficiency are human diseases implicated in mutations of DNA mismatch repair (MMR) genes. This experiment tested a mutation of an MMR gene, MSH6, and evaluated how the mutation affected overall MMR effectiveness. Using the yeast Saccharomyces cerevisiae, we performed the CAN1 forward mutation assay to study msh6-L696F and its implications in the MMR process. We hypothesized that there would be a significant change in molecular function in the Msh6 protein in the presence of this mutation. Bioinformatic tools predicted that this amino acid change would have deleterious effects on MMR function. However, this allele seems to have no apparent effect on the proficiency of overall DNA MMR capabilities
An Ethnographic Study: The Influence of Culturally Relevant Pedagogy on Student Agency
Full text linkThis research study aimed to investigate and analyze the methods and practices of teaching within urban educational settings, with a specific focus on the culturally relevant practices that should be integrated into the learning experiences for Black learners. The primary goal was to highlight the necessity for educators within urban educational settings to adopt a culturally relevant pedagogy within their context that promotes higher academic excellence and meaningful learning experiences for Black students through the cultivation of agency. Using an ethnography qualitative research design, the study worked to answer two questions: RQ1: What culturally relevant pedagogical practices are used to teach Black middle school students in an urban educational setting? RQ2: How do culturally relevant pedagogical practices develop agency among Black middle school students within an urban educational setting? The research study captured the perspectives and experiences of Black educational stakeholders (students and educators) within urban education to identify the influence of culturally relevant pedagogy on the tenets of student agency: identity, belonging, mastery, and efficacy
Assessing the Potential Impact of Educational Aid as a Form of Reparations for the African American Community in the United States: A Single Exploratory Case Study
No full textThe primary aim of this qualitative single exploratory case study was to examine educational aid as a potential reparation that could address the economic and social inequalities that have been a burden to the African American community since the beginning of slavery. A Normative Theory of Reparations in Transitional Democracies served as the theoretical framework used to guide this study. The three concepts that make up this framework is recognition, reconciliation, and redistribution. When these three concepts are combined, reparations are said to be achieved (Verdeja 2006). In this study, reparations are defined as the act or process of making amends for a wrong (Merriam-Webster, n.d.). To better understand how reparations can most effectively benefit African Americans, an implementation and impact evaluation of reparation programs given to Native Americans was conducted. The researcher utilized two instruments to obtain data: a document analysis of the Bureau of Indian Education
Higher Education Grant Program and a content analysis using individual semi-structured interviews of Native Americans from both federally and state-recognized tribes. This study revealed that even if educational aid was implemented as a form of reparation for the African American community, all the long-lasting effects of slavery and the Jim Crow era may not be resolved entirely. Although it would not solve every problem faced by the descendants of the enslaved, the findings suggested that educational aid can be a viable form of reparation if modernized correctly. The findings in this study revealed that the educational aid given to Native Americans could be very beneficial for the African American community if certain factors are improved upon. The main factors to be considered are the identification of who should receive reparations, defining what reparations are not, and developing a commission that consists of both government leaders and community leaders to govern and maintain these policies. These implications can be useful in closing the racial wealth gap between African Americans and White Americans
Mathematics Teacher Certification Status and Student Achievement: A Quantitative Analysis
Full text linkSixty years ago, James Coleman (1966) released a report called Equality of Education where he focused on inequalities in education between Black and White students. Today, continued research has built on Coleman’s findings particularly on teacher quality and its effects on student achievement (Coleman et al., 1966). The purpose of this quantitative analysis was to explore if any relationship exists between 8th grade math and 10th grade geometry teachers’ certification status and 8th grade math and 10th grade geometry students’ achievement. By utilizing Pedagogical Content Knowledge Theory (PCK) and Mathematical Knowledge for Teachers Theory (MKT) as the theoretical frameworks, the study identified connections between teacher certification status and student achievement. The findings have significant implications for policy makers to invest in professional development for math teachers that focuses on pedagogical content knowledge and mathematical content knowledge. Furthermore, the findings provide insight the importance of subject-specific certification especially in secondary mathematics
Volume 18 - Issue 1: La Créole - A Journal of Creole History & Genealogy
No full textThe Louisiana Creole Research Association, Inc., known as LA Creole, was founded on August 21, 2004 as a New Orleans-based, non-profit family research and educational organization. Its purpose is to assist Creoles of Color in researching their ancestry, to educate the general public about Creole history and culture, and to celebrate the contributions and legacy of a unique, sometimes forgotten people. La Créole, the Association’s journal is published annually.https://digitalcommons.xula.edu/lacreole/1016/thumbnail.jp
Campus Ministry and Spiritual Self-Efficacy: A Phenomenological Study of Academic Achievement among Black Male Students at an Historically Black College and University
Full text linkBandura’s self-efficacy theory, which emphasizes the importance of self-efficacy in motivation and achievement (Bandura, 1994), provided a lens through which to analyze the influence of Historically Black Colleges and University’s (HBCUs) campus ministry on the development of spiritual self-efficacy and academic achievement among Black males. Historically Black colleges and universities (HBCUs) have a long history of providing higher education opportunities to Black students, and they have been instrumental in fostering academic, personal, and social growth (Smith & Allen, 2014). However, little is known about the specific impact of campus ministry programs on the development of Black males’ spiritual self-efficacy and academic success at HBCUs. In response to this gap in knowledge, this phenomenological study explored the role of Historical Black Colleges and University’s (HBCU) campus ministry in the development of spiritual self-efficacy and academic achievement among its Black male students. Comprehensive data on the experiences of Black males engaged in HBCU campus ministry programs were collected using surveys and semi-structured interviews. The study participants were 14 Black male students enrolled at Brotherhood University, a historically Black college or university located in the Southeast United States. These participants, aged 19 to 26 years, were actively involved in the campus ministry and ranged from sophomores to seniors in their academic standing. Previous studies concluded that campus ministry programs create supportive environments that foster self-belief, resilience, and a sense of purpose through a combination of mentorship, spiritual guidance, community engagement, and personal development opportunities (Palmer et al., 2011). Similarly, this study’s findings suggested that campus ministry at HBCUs played a pivotal role in fostering a sense of community and belonging and significantly enhanced the spiritual self-efficacy and academic performance of vii Black male students. By offering targeted mentorship, spiritual guidance, and opportunities for personal development and community engagement, these programs were instrumental in supporting students’ journeys toward academic success and personal growth, illustrating the critical intersection of spirituality and education at HBCUs. Based on this study’s findings, future research should include longitudinal studies that explore the long-term effects of campus ministry engagement, comparative analyses across different types of higher education institutions, and intersectional examinations of factors like gender, socioeconomic status, and sexual orientation with spirituality and campus ministry engagement among Black male students
Volume 17 - Issue 1: La Créole - A Journal of Creole History & Genealogy
No full textThe Louisiana Creole Research Association, Inc., known as LA Creole, was founded on August 21, 2004 as a New Orleans-based, non-profit family research and educational organization. Its purpose is to assist Creoles of Color in researching their ancestry, to educate the general public about Creole history and culture, and to celebrate the contributions and legacy of a unique, sometimes forgotten people. La Créole, the Association’s journal is published annually.https://digitalcommons.xula.edu/lacreole/1015/thumbnail.jp
Here to Stay: Why Black Male Teachers Choose to Remain in the Classroom
Full text linkThis phenomenological study explored the experiences, perceptions, and motivations of Black male high school teachers who have chosen to remain in the high school classrooms. By focusing on factors that drove their commitment to the teaching profession, this study aimed to identify key elements that influenced their longevity in the classroom. The study employed a purposive sampling method and collected data through semi-structures interviews using Zoom, a focus group, and survey results from participants across the southern region of the United States. Six major themes emerged from the individual interviews: (1) impact, (2) representation, (3) relationship building, (4) recruitment, (5) Black male rarity, and (6) supportive administration. Two additional themes: (1) classroom longevity, and (2) strategy implementation, emerged from the focus group session. This in-depth analysis of the lived experiences of Black male teachers provided insight into their commitment, sustainment, and motivation for choosing a lifelong career in teaching
Killing Fear, Birthing Black Babies: The Relationship Between Maternal Health Literacy and Desire to Have Children
No full textChildbirth has been traumatizing for Black women since stepping foot on American soil. Generations of Black women have suffered unimaginable pain and even death at the hands of irresponsible and uncaring medical professionals. This fact has left many Black women with a low desire to have children. Improving the maternal health literacy of Black women can be a solution to the hopelessness many women feel towards childbirth. Previous literature on the impacts of resources and services that improve maternal health literacy, and the barriers Black women face to accessing said resources and services validate the need for early exposure to maternal health literacy. Using a quantitative research design, surveys were utilized to find the correlation between maternal health literacy and the desire to have children for Black women aged 18 to 22 at Xavier University of Louisiana. This study aimed to provide a new perspective on the importance of exposing young Black women to maternal health literacy resources. The implications of early exposure include lower maternal mortality rates amongst Black women and an increase in safe births for Black mothers and their babies